Admissions of racism in discourse on migration in Greece: Beyond the norm against prejudice?

The turn to language in social psychology is closely related to the study of prejudice as racist discourse has been the subject matter of some of the ground‐breaking discourse analytic work. A widely accepted argument was that there seems to be a norm against prejudice informing Western societies: people commonly engage in denials of prejudice when they make negative comments about minorities. Recent work has argued that, due to ideological shifts in the wider societal context or because denying prejudice may not be people's only rhetorical concern, it is possible to find people admitting prejudice. We examine how people in Greece, Greek majority and immigrants, formulate admissions of racism in interviews on migration and citizenship in Greece. Drawing on Ideological Dilemmas and Critical Discursive Social Psychology, we argue that these admissions ironically operate within the norm against prejudice and discuss our findings in relation to the wider socio‐political Greek context.     

The Medium Shapes the Message: McLuhan and Grice Revisited in Race Talk Online

Compared with the wealth of research accumulated on face‐to‐face social interactions, relatively little research has examined race talk within anonymous Web 2.0 mediums. We investigated online threaded comments on YouTube video clips of two race‐related incidents involving New Zealand television presenter Paul Henry. Through thematic content analysis, thematic analysis, and discourse analysis, it was found that characteristics unique to Web 2.0 were associated with the appearance of old‐fashioned racism and high‐levels of obscenity (together with modern racism/symbolic racism). The hyper‐low context of communication led to interpretive ambiguity; conversation sequences failed to follow Gricean maxims for cooperative communication, with most comments attracting no replies and the modal sequence being two turns. There was almost never resolution to a disagreement online: rather there was points‐scoring against opposing opinions and a tangential style of dialogue influenced by the asynchronous and anonymous nature of communication. The YouTube medium shaped but did not determine the message, as obscenity and racist content in the target video from the eliciting public figure influenced the subsequent degree of obscenity and hostility in the responses. A third corpus that examined responses to our own research on race talk presented on a news website (stuff.co.nz) underlined this point by engendering a dramatically different response to the same subject, retaining the tangential style of communication, but with little to no obscenity. A framework to understand race talk as a function of both medium and context effects is proposed. Copyright © 2014 John Wiley & Sons, Ltd.     

Perceptions of non‐target confronters in response to racist and heterosexist remarks

Research has established that targets who express disagreement with prejudicial comments directed toward their social group may be viewed negatively by those they confront or by members of social outgroups. Less research has examined how non‐target individuals who confront prejudicial remarks are perceived. The current studies were designed to examine how non‐targets who confronted racist (Study 1) and heterosexist (Study 2) comments would be perceived as a function of the level of offensiveness of the comment and the confrontation style used. The studies also examined whether confronting behavior would affect perceptions of the individual who made the prejudicial comment. Undergraduate participants read vignettes depicting a situation with a high or low offensive prejudicial comment in which a non‐target individual confronted assertively, unassertively, or not at all. Participants provided judgments of both individuals. Results indicated that non‐targets who confronted highly prejudicial comments either assertively or unassertively were liked and respected more than those who failed to confront. Additionally, commenters who were assertively confronted were respected less than commenters who were not. These findings suggest that non‐targets may be especially effective in confronting prejudicial comments, as they do not suffer the same negative consequences as targets who confront. Copyright © 2011 John Wiley & Sons, Ltd.     

Comic Immoralism and Relatively Funny Jokes

A widely accepted view in the philosophy of humour is that immoral jokes, like racist, sexist or homophobic jokes, can nevertheless be funny. What remains controversial is whether the moral flaws in these jokes can sometimes increase their humour. Moderate comic immoralism claims that it is possible, in at least some cases, for moral flaws to increase the humour of jokes. Critics of moderate comic immoralism deny that this ever occurs. They recognise that some jokes are both funny and immoral, yet they claim that it is always something other than the moral flaws of jokes that contribute to their humour. In a series of recent papers, Aaron Smuts has pressed this objection to moderate comic immoralism. I argue that Smuts' attempt to narrow the range of cases in which humour can be attributed to immoral features is not sufficient to demonstrate that moderate comic immoralism is false. Specifically, I claim that Smuts cannot rule out a case for moderate comic immoralism grounded in the possibility that humour is normatively relative while the ethical status of jokes is not.     

Modern racism and neo‐liberal globalization: the discourses of plausible deniability and their multiple functions

Recently, considerable energy has been focused on extending the mandate of anti‐racism. Modern (or symbolic) racism and discursive psychology have argued that racism has taken on more covert forms. A longitudinal examination of newspaper coverage of two important race‐related newsprint stories in New Zealand (involving Winston Peters, Tuku Morgan and New Zealand First) identified discourses of ‘plausible deniability’ involved in warranting or defending statements about minorities against accusations of racism. We discuss implications of symbolic politics for minorities who are perceived to have violated societal norms, and show how nationalism is used as a framework for denying racist intent. Analyses of historical context show how ‘race’ forms only one lens from which to view issues of intergroup relations. While the press was sensitive to issues of racism, they demonstrated little awareness of concurrent issues of neo‐liberal economics, or market fundamentalism. Anti‐racism may be motivated not only by the ideals of egalitarianism, but also by underlying dynamics of economic power in a global economy. Copyright © 2006 John Wiley & Sons, Ltd.     

Teaching critical psychology of ‘race’ issues: problems in promoting anti‐racist practice

The aim of this paper is to illustrate the difficulties faced by teachers of issues related to ‘race’ and racism in psychology when trying to develop anti‐racist practice in their teaching. I argue that the promotion of anti‐racist practice can be impeded by the institutionalised cultures of some psychology departments and that such cultures have developed out of an over‐reliance on positivist ideas. Positivism obscures the fact that knowledge is constructed from positions of power and privilege, which in turn obscures the social and ideological construction of ‘race’. This is clearly a problem when trying to develop anti‐racist practice in teaching. It also leads to fixed ideas about what should be included in teaching content and what can be considered as good pedagogical practice, where notions of ‘balance’ and ‘neutrality’ are advocated, effectively overriding arguments for understanding the dynamics of knowledge production. It also obscures the power and privilege associated with workings of ‘whiteness’. I illustrate this by presenting examples from my own experiences of teaching ‘race’ issues on undergraduate degree courses. I conclude with suggestions for developing anti‐racist teaching by proposing a collective reflexive approach to changing institutional cultures that are currently at odds with anti‐racist practice. I also invite further discussion and suggestions on how best to achieve such collective conscientisation. Copyright © 2007 John Wiley & Sons, Ltd.     

Look who's talking: speech style and social context in language input to infants are linked to concurrent and future speech development

Language input is necessary for language learning, yet little is known about whether, in natural environments, the speech style and social context of language input to children impacts language development. In the present study we investigated the relationship between language input and language development, examining both the style of parental speech, comparing ‘parentese’ speech to standard speech, and the social context in which speech is directed to children, comparing one‐on‐one (1:1) to group social interactions. Importantly, the language input variables were assessed at home using digital first‐person perspective recordings of the infants' auditory environment as they went about their daily lives (N =26, 11‐ and 14‐months‐old). We measured language development using (a) concurrent speech utterances, and (b) word production at 24 months. Parentese speech in 1:1 contexts is positively correlated with both concurrent speech and later word production. Mediation analyses further show that the effect of parentese speech‐1:1 on infants' later language is mediated by concurrent speech. Our results suggest that both the social context and the style of speech in language addressed to children are strongly linked to a child's future language development.     

What Are You Really Saying? Associations between Shyness and Verbal Irony Comprehension

Verbal irony exploits the ambiguity inherent in language by using the discrepancy between a speaker's intended meaning and the literal meaning of his or her words to achieve social goals. Irony provides a window into children's developing pragmatic competence. Yet, little research exists on individual differences that may disrupt this understanding. For example, verbal irony may challenge shy children, who tend to interpret ambiguous stimuli as being threatening and who have difficulty mentalizing in social contexts. We examined whether shyness is related to the interpretation of ironic statements. Ninety‐nine children (8–12 year olds) listened to stories wherein one character made either a literal or ironic criticism or a literal or ironic compliment. Children appraised the speaker's belief and communicative intention. Shyness was assessed using self‐report measures of social anxiety symptoms and shy negative affect. Shyness was not related to children's comprehension of the counterfactual nature of ironic statements. However, shyness was related to children's ratings of speaker meanness for ironic statements. Thus, although not related to the understanding that speakers intended to communicate their true beliefs, shyness was related to children's construal of the social meaning of irony. Such subtle differences in language interpretation may underlie some of the social difficulties facing shy children. Copyright © 2012 John Wiley & Sons, Ltd.     

Using Toulmin's Framework for the Analysis of Everyday Argumentation: Some Methodological Considerations

This study used Toulmin's analytical framework of argumentative structure in order to examine employees' argumentative discourse on the way they handle conflict situations in their workplace. The way in which this analytical tool has been applied here challenges critics on the usefulness of the particular analytical tool for the analysis of real-life argumentation. The definition of argumentative elements according to their function in the context of a particular argument, together with the analysis beyond the level of what has been stated explicitly enabled a comprehensive understanding of how specific information, statements or assumptions are interpreted and utilized in arguments examined. Finally, the acknowledgment of the importance of `field-dependency' of argumentative discourse, through the consideration of the social context within which this discourse is embedded, elicited the way in which this context made employees' argumentation a meaningful and acceptable discourse in this particular setting.     

I’m Only Kidding: On Racist and Ethnic Jokes

Toward the end of his book Jokes, perhaps the best known philosophical treatment of the subject, Ted Cohen includes a notorious joke about a group of young Black men who are deterred from committing a gang rape by being thrown a basketball. This is a joke that perplexes Cohen and that he admits plays into stereotypes that presuppose the mindless obsession of Black youths with basketball as well as their unbridled sexuality. He agrees that the joke is morally bad and that it would be a better world without it. But he denies that its evil compromises its alleged funniness. He writes: “Wish that there were no mean jokes. Try remaking the world so that such jokes will have no place, will not arise. But do not deny that they are funny. That denial is a pretense that will help nothing.” In this paper, I want to challenge the claim that the moral defectiveness of a joke, especially a racist joke, cannot ever compromise its capacity to be funny.     

A qualitative exploration of alcohol use among student sportspeople: A social identity perspective

Research indicates that university student sportspeople are a high‐risk subgroup for hazardous alcohol consumption. Adopting a social identity perspective, we explored the social and psychological processes linking sports participation and alcohol use. Twenty‐two individual semi‐structured interviews were conducted with UK student sportspeople (male: 12; female: 10). A deductive thematic analysis identified three core themes: social identification and sports group membership, identity processes in (alcohol) behaviours and sport context‐specific significance of alcohol. Results suggest that the consumptive practices among student sportspeople were strategic activities underpinned by social identity processes, and which served to provide a positive sports experience at the group level. Our findings highlight the interactions between the sport environment, the social structure of sport participation and the multipurpose function of alcohol in this context. We discuss the implications of these results in support of a social identity approach to sport‐related drinking.     

Human/nature: Toward a critical ecology

Abstract

Gadamer's notion of statements, distinguished from the otherwise speculative nature of language, is explored with regard to its implications for reflexivity in qualitative research. After reviewing the importance of ‘speculative’ language for phenomenological research, this paper discusses the problem that statements pose for phenomenological methods. The methodological challenges faced in trying to facilitate experiential accounts rather than statements are examined, with particular attention to the central role of the researcher‐participant conversation. The methodological implications of a conversational approach to phenomenological research are then presented, and this approach is discussed in terms of reflexivity.     

The Role of Pluralistic Ignorance in the Reporting of Sexual Harassment

There have been many attempts to explain how and why people report incidents of sexual harassment. One area that has been overlooked is the influence of the targets' social cognition processes on these reports, particularly social comparison processes such as pluralistic ignorance. Pluralistic ignorance is a social comparison phenomenon whereby individuals mistakenly believe they are in the minority. In the case of harassment, pluralistic ignorance occurs when individuals mistakenly interpret the behavioral responses of others to mistakenly believe that they are alone in their discomfort with harassment. We investigated the role of pluralistic ignorance in this process by exposing undergraduate students to sexist jokes while manipulating their access to behavioral responses of others. We measured their comfort level and their perceptions of the humor of the jokes. We compared their responses, most importantly, with how many jokes they read prior to “reporting” their discomfort with the jokes. We found evidence for the proposed role of pluralistic ignorance in the sexual harassment reporting process, whereby exposure to behavioral responses of others influences perceptions of others' relative comfort and humor, which in turn led to a decreased likelihood of reporting the harassment.     

Agenda 2000—communication: language as an implementational device for cognition

The aim of this paper is to identify the functions of social cognition in a communication context. It is argued that social cognition is for the regulation of adaptive action and makes use of external devices (e.g. language) to implement action. First, the complexity of communication as a social achievement is discussed to prepare the ground for examining the link between language, cognition and communication. The implementational devices (language) of social cognition are addressed next. On the basis of these considerations a message‐modulation model is proposed to conceptualize the interplay between language, cognition, motivation and communication. The application of this model to research on the transmission and maintenance of stereotypes illustrates the types of open research issues and directions that may be possible routes for future work. Copyright © 2000 John Wiley & Sons, Ltd.     

Virtual conversation partner for adults with autism

Autistic Spectrum Disorder (ASD) is notable for severely impaired reciprocal social interaction skills relative to language and intellectual abilities, presenting a major barrier to social integration and vocational success. Evidence-based interventions to address these needs are lacking. We report on the development of a small, prototype conversation simulation to teach conversational skills to adolescents and adults with ASD and average to superior intellectual abilities. We also report on a test of the feasibility and acceptability of the simulation approach with a sample of the target population. The simulation engages the user in a virtual conversation with an on-screen partner whose reactions provide naturalistic feedback geared to the appropriateness of the learner's response choices. The prototype simulation, which provides for up to 12 potentially unique multi-turn conversations, was used over a period of 2 weeks by 16 adolescents and adults who then rated statements about the system on a linear scale of 1 (disagreement) to 5 (high agreement). The participants highly endorsed the majority of positive statements about the quality and credibility of the interaction and the virtual conversation partner. In contrast, agreement with positive statements about instructional features external to the conversation was moderate. Unexpectedly, most participants strongly agreed that using the simulation had been helpful to them. Further development and testing in the context of a controlled study with randomized assignment to control and experimental groups are needed to determine whether this approach is effective in improving real-world pragmatic language behavior of high-functioning adults with ASD.     

Speaking for Oneself: Wittgenstein on Ethics

In the “Lecture on ethics”, Wittgenstein declares that ethical statements are essentially nonsense. He later told Friedrich Waismann that it is essential to “speak for oneself” on ethical matters. These comments might be taken to suggest that Wittgenstein shared an emotivist view of ethics—that one can only speak for oneself because there is no truth in ethics, only expressions of opinion (or emotions). I argue that this assimilation of Wittgenstein to emotivist thought is deeply misguided, and rests upon a serious misunderstanding of what is implied by the nonsensicality of ethical claims on Wittgenstein's view. I develop a reading of Wittgenstein's remarks in the “Lecture on ethics” on which ethical statements, despite their nonsensicality, reveal the perspective of the speaker. The purpose of ethical language is to elucidate a speaker's perspective. Such elucidations, and the perspectives they reveal, can be evaluated, criticized, and respected on principled grounds even if, as Wittgenstein insists, no ethical judgment can be (objectively) justified by any fact. I contrast Wittgenstein's comments on ethics with some comments made by Frank Ramsey (from the same period), which appear similar to Wittgenstein's remarks on value. Contra Ramsey's insistence that there is “nothing to discuss” about (or within) ethics, a proper understanding of Wittgenstein's views does not commit us to passing over ethics in silence.     

Linguistic Cues of Deception Across Multiple Language Groups in a Mock Crime Context

A recent study showed that specific linguistic and grammatical features of a technique commonly referred to as statement analysis are applicable across different language groups. One limitation of that study was that it used an eyewitness crime video paradigm, which might be different from writing a statement after committing an actual criminal act. We remedied that limitation by using a mock crime paradigm. In this study, three language groups (English, Spanish, and Chinese) produced statements after committing a mock crime, taking a check, in an experimental context. Certain linguistic features significantly discriminated truths from lies similarly across the different language groups, suggesting that statement analysis might be applicable as a reliable indicator of deception across languages. Copyright © 2015 John Wiley & Sons, Ltd.